What is the world record for most people dressed as superheroes? How about the tallest height from which a basketball shot was made? Your kids was be so fascinated by all of the world records on these task cards that they’ll forget their practicing math! The 32 task cards, 2 journal inserts, and 3 assessment activities in this set are the perfect tools for helping your students practice rounding whole numbers to the tens and hundreds places.
Common Core State Standards for Mathematics addressed:
Numbers and Operations in Base Ten (NBT)
• Use place value understanding to round whole numbers to the nearest 10 or 100. (3.NBT.1)
• 2 journal inserts
• 32 task cards
• task card answer sheets and key
• 3 assessment activities and key/rubric
About the Cards
These task cards were designed to help students practice using number lines and number relationships to round numbers, rather than the more traditional, “Go to ____ place, see if it is less than 5 or 5 and above, then…” Each card presents a world record that involves a multi-digit number, such as the size of largest pizza ever made or greatest number of t-shirts worn at one time, etc., and a number line that shows the round numbers between which the given number falls. Students are asked to round the given number to a specific place, either the tens or hundreds place. Some of the cards require the students to round to the highest place, while other cards use a place other than the highest one. None of the numbers are larger than five digits in length.
Besides featuring number lines to help support students as they round the specified numbers, the cards are structured in a way to allow for scaffolded practice, progressing in difficulty:
: round two-digit numbers to the nearest ten (highest place)
: round three-digit numbers to the nearest hundred (highest place)
: round three-, four-, & five-digit numbers to the nearest ten (non-highest place)
: round four- & five-digit numbers to the nearest hundred (non-highest place)
Using the Cards
The organization of the problem types allow for scaffolded practice. Since the cards are designed with sets of similar problem types that progress in difficulty, you can use this structure to meet the diverse needs within your class. If you have students that have already shown proficiency with rounding to the nearest ten, you might have them work exclusively on cards 9-16 and 25-32 to practice rounding to the nearest hundred. If your students are able to easily round to the highest place but have trouble when rounding to a place other than the highest one, have them work on the second half of the set, cards 17–32, and practice rounding to a variety of places.
Since each set of four cards (1-4, 5-8, 9-12, etc.) are similar, you can also take advantage of this structure to meet varied student needs. Decide which set of four cards you want your student to work with and then differentiate based on your students’ levels of proficiency with the target concept. You may:
1) have your students work through all four at a time while you circulate and provide guided support;
2) work through the first card together and then have students use the other three as paired or independent practice.;
3) have your more able students complete the cards on their own while you provide guidance to a small group; or,
4) have students work in pairs to complete the first two and then complete the other two on their own.
Beyond the suggestions above, there are lots of ways in which you can implement the task cards. You can have the students work on them independently, working through the task cards on their own. The students can work on them in pairs or small groups, completing all the task cards in one session. You can use them in centers, having the students complete 6-8 task cards a day over the course of the week. You can even use them as a variation of “problem of the day”, giving each student 1 sheet of 4 cards to glue in their journals and solve, one sheet per day for eight days.
Reinforcing and Assessing Understanding
The printables consist of two journal inserts and three different one-page assessment activities. The first journal insert is a full-page graphic reference sheet that defines round numbers, describes what rounding is, and demonstrates how number lines can be used to round numbers to nearest ten or hundred, to both the highest and non-highest places. The second journal insert is half-sheet in size and focuses on critiquing the reasoning of others, put in the context of a rounding situation. It presents the incorrect answer and reasoning of a hypothetical student and asks the reader to consider what is incorrect about the reasoning provided. This sheet can be the springboard for a rich mathematical discussion about rounding.
The three assessment activities can be used to evaluate student understanding of rounding to the tens and hundreds places. As with the task cards, the assessment activities all provide number lines for students to use when rounding. The first assessment activity presents questions and tasks that involve rounding to the tens and hundreds place when those are the highest places in the specified numbers, while the second activity sheet has students rounding to a place other than the highest place. The third assessment activity is more reasoning-based and offers an opportunity for students to show their understanding of rounding in writing. You can use these pages as assessments or in a variety of other ways – homework, center assignments, or any other purpose that fits your teaching style or classroom routines.
Looking for more practice with rounding to the nearest ten and hundred? Check out:
Self-Checking Math Riddles – Rounding to the Nearest 10 and 100
Need resources for students to practice rounding to any place? Check out:
Rounding the World - rounding whole numbers task cards & printables (set a)
Rounding the World - rounding whole numbers task cards & printables (set b)
For more practice with whole number relationships, please check out:
Self-Checking Number Line Riddles - Fractions on a Number Line (set a)
Self-checking Math Riddles – Reasonableness of Sums/Differences
I hope your students enjoy these resources and are able to build their proficiency with rounding. – Dennis McDonald